Search

Search Results

• 41. [Article] The Stability of the Family Day Care Arrangement: A Longitudinal Study

  This monograph tells of an era when an increasing numbers of working mothers found day care down the street with a mother who had a child or two of her own and was glad to add one or two more during the ...

  Citation × Citation Citation Abstract Copy Title: The Stability of the Family Day Care Arrangement: A Longitudinal Study Author: Emlen, Arthur C., Donaghue, Betty A., Clarkson, Quentin D. Year: 1974 This monograph tells of an era when an increasing numbers of working mothers found day care down the street with a mother who had a child or two of her own and was glad to add one or two more during the day. Informal family day care met with respect by a team of researchers in Portland, Oregon. They studied family day care and discovered ways to create “natural helping networks” in the neighborhood. Title: The Stability of the Family Day Care Arrangement: A Longitudinal Study Author: Emlen, Arthur C., Donaghue, Betty A., Clarkson, Quentin D. Year: 1974 This monograph tells of an era when an increasing numbers of working mothers found day care down the street with a mother who had a child or two of her own and was glad to add one or two more during the day. Informal family day care met with respect by a team of researchers in Portland, Oregon. They studied family day care and discovered ways to create “natural helping networks” in the neighborhood. Close

• 42. [Article] Taking it on: Disclosure, Stigmatization, and Self-Esteem

  PDF version of a presentation given at the Building on Family Strengths: State of the Science Conference, Research and Training Center on Family Support and Children's Mental Health, Portland, OR, in May ...

  Citation × Citation Citation Abstract Copy Title: Taking it on: Disclosure, Stigmatization, and Self-Esteem Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Stewart, Lisa Maureen, Conley, John Year: 2007 PDF version of a presentation given at the Building on Family Strengths: State of the Science Conference, Research and Training Center on Family Support and Children's Mental Health, Portland, OR, in May 2007. Title: Taking it on: Disclosure, Stigmatization, and Self-Esteem Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Stewart, Lisa Maureen, Conley, John Year: 2007 PDF version of a presentation given at the Building on Family Strengths: State of the Science Conference, Research and Training Center on Family Support and Children's Mental Health, Portland, OR, in May 2007. Close

• 43. [Article] "It's Personal:" Does Disclosure of Family Circumstances Influence Organizational Response to Employee's Requests for Flexibility?

  PDF version of a presentation given at the Community, Work and Family III International Conference, Utrecht, Netherlands, April 2009.

  Citation × Citation Citation Abstract Copy Title: "It's Personal:" Does Disclosure of Family Circumstances Influence Organizational Response to Employee's Requests for Flexibility? Author: Rosenzweig, Julie M., Brennan, Eileen M., Malsch, Anna M., Huffstutter, Katherine J. Year: 2009 PDF version of a presentation given at the Community, Work and Family III International Conference, Utrecht, Netherlands, April 2009. Title: "It's Personal:" Does Disclosure of Family Circumstances Influence Organizational Response to Employee's Requests for Flexibility? Author: Rosenzweig, Julie M., Brennan, Eileen M., Malsch, Anna M., Huffstutter, Katherine J. Year: 2009 PDF version of a presentation given at the Community, Work and Family III International Conference, Utrecht, Netherlands, April 2009. Close

• 44. [Article] Salem Keizer Prenatal-Grade Three Evaluation & Technical Assistance

  The purpose of this document is to provide information and resources to schools, early childhood programs, and others who are seeking to improve school readiness, family engagement, and school success ...

  Citation × Citation Citation Abstract Copy Title: Salem Keizer Prenatal-Grade Three Evaluation & Technical Assistance Author: Center for Improvement of Child and Family Services Year: 2016 The purpose of this document is to provide information and resources to schools, early childhood programs, and others who are seeking to improve school readiness, family engagement, and school success within a Prenatal-Grade 3 framework. While the information presented is not a comprehensive list of programs and strategies, the list reflects resources that have been identified as potentially useful within Oregon and/or strategies that have been used in Oregon to strengthen child and family outcomes. This document is one of three compilations of programs, activities, and resources. This document includes resources related to (1) Children’s Kindergarten Readiness and Transition to kindergarten. Two other compilations are available, including resources for improving (2) Children’s Kindergarten-Grade 3 Skills and outcomes; and (3) Improving Family Engagement and Support for children’s learning. Title: Salem Keizer Prenatal-Grade Three Evaluation & Technical Assistance Author: Center for Improvement of Child and Family Services Year: 2016 The purpose of this document is to provide information and resources to schools, early childhood programs, and others who are seeking to improve school readiness, family engagement, and school success within a Prenatal-Grade 3 framework. While the information presented is not a comprehensive list of programs and strategies, the list reflects resources that have been identified as potentially useful within Oregon and/or strategies that have been used in Oregon to strengthen child and family outcomes. This document is one of three compilations of programs, activities, and resources. This document includes resources related to (1) Children’s Kindergarten Readiness and Transition to kindergarten. Two other compilations are available, including resources for improving (2) Children’s Kindergarten-Grade 3 Skills and outcomes; and (3) Improving Family Engagement and Support for children’s learning. Close

• 45. [Article] Parents as Navigators: How Caregivers of Children with Mental Health Difficulties find Supports in the Workplace

  For some parents, the gap between the demands of work and family and the resources they have available to meet these responsibilities is too great, particularly for employed parents of children with emotional ...

  Citation × Citation Citation Abstract Copy Title: Parents as Navigators: How Caregivers of Children with Mental Health Difficulties find Supports in the Workplace Author: Huffstutter, Katherine J., Bradley, Jennifer R., Brennan, Eileen M., Penn, Marlene, Rosenzweig, Julie M. Year: 2007 For some parents, the gap between the demands of work and family and the resources they have available to meet these responsibilities is too great, particularly for employed parents of children with emotional or behavioral disorders (Brennan & Brannan, 2005). While responding to the increasing demands of the workplace for dedicated performance and significant facetime, parents must also arrange for their children's treatment, see that their educational needs are met, and provide enrichment opportunities in the community (Huang et al., 2005). Despite challenges, these parents have used creative approaches to "cobble together" flexible arrangements that work for both their families and employers (Rosenzweig, Brennan, & Ogilvie 2002). We report the results of six focus groups of employed parents of children with mental health difficulties. This research was conducted as part of a federally funded five-year research project investigating work-life integration for this group of families. Title: Parents as Navigators: How Caregivers of Children with Mental Health Difficulties find Supports in the Workplace Author: Huffstutter, Katherine J., Bradley, Jennifer R., Brennan, Eileen M., Penn, Marlene, Rosenzweig, Julie M. Year: 2007 For some parents, the gap between the demands of work and family and the resources they have available to meet these responsibilities is too great, particularly for employed parents of children with emotional or behavioral disorders (Brennan & Brannan, 2005). While responding to the increasing demands of the workplace for dedicated performance and significant facetime, parents must also arrange for their children's treatment, see that their educational needs are met, and provide enrichment opportunities in the community (Huang et al., 2005). Despite challenges, these parents have used creative approaches to "cobble together" flexible arrangements that work for both their families and employers (Rosenzweig, Brennan, & Ogilvie 2002). We report the results of six focus groups of employed parents of children with mental health difficulties. This research was conducted as part of a federally funded five-year research project investigating work-life integration for this group of families. Close

• 46. [Article] Early Childhood Transitions

  In order to provide the best opportunities for children with special emotional needs and behavioral challenges to successfully adjust to kindergarten, professionals and family members need models of support ...

  Citation × Citation Citation Abstract Copy Title: Early Childhood Transitions Author: Lehman, Constance, Brennan, Eileen M., Friesen, Barbara J. Year: 2001 In order to provide the best opportunities for children with special emotional needs and behavioral challenges to successfully adjust to kindergarten, professionals and family members need models of support that address policies, staff and family training and partnerships, and individual child-focused services. Moreover, transition must be conceptualized as a process that occurs over time, not as a short term move from one environment to the next. In this article, we discuss a conceptual framework for transition support models for young children with disabilities and their families. We then highlight important transition components identified in the literature and those included in models of transition for children eligible for early intervention services under the Individuals with Disabilities Education Act (IDEA). Lastly, we discuss a project being developed by researchers at the Regional Research Institute and Child Welfare Partnership at Portland State University. The goal of the project is to develop, implement, and measure the effectiveness of coordinated transition services to support the success of children who have emotional disabilities and their families as these children enter public school. Title: Early Childhood Transitions Author: Lehman, Constance, Brennan, Eileen M., Friesen, Barbara J. Year: 2001 In order to provide the best opportunities for children with special emotional needs and behavioral challenges to successfully adjust to kindergarten, professionals and family members need models of support that address policies, staff and family training and partnerships, and individual child-focused services. Moreover, transition must be conceptualized as a process that occurs over time, not as a short term move from one environment to the next. In this article, we discuss a conceptual framework for transition support models for young children with disabilities and their families. We then highlight important transition components identified in the literature and those included in models of transition for children eligible for early intervention services under the Individuals with Disabilities Education Act (IDEA). Lastly, we discuss a project being developed by researchers at the Regional Research Institute and Child Welfare Partnership at Portland State University. The goal of the project is to develop, implement, and measure the effectiveness of coordinated transition services to support the success of children who have emotional disabilities and their families as these children enter public school. Close

• 47. [Article] Access to Child Care for Children with Emotional or Behavioral Challenges: An Essential Element of Family Support

  Parents don't always feel they can disclose the special needs of their children to other families or even caregivers unless it is obvious they have had the training and skills to handle the situation. ...

  Citation × Citation Citation Abstract Copy Title: Access to Child Care for Children with Emotional or Behavioral Challenges: An Essential Element of Family Support Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Huffstutter, Katherine J., Stewart, Lisa Maureen, Conley, John Year: 2007 Parents don't always feel they can disclose the special needs of their children to other families or even caregivers unless it is obvious they have had the training and skills to handle the situation. They also may not disclose their children's special needs to their employer, unless difficulties arranging and keeping child care make disclosure necessary. Major policy issue but unknown to public because many families do not disclose. Reality is that 1 in 5 families have a child with special needs. Research implications---parents develop strategies to keep their jobs and keep child care. Parents often have to choose between keeping their jobs or accessing services because health care and mental health services are often available only during working hours. Research findings are that children are not accepted for child care due to their special needs; and if a provider does enroll them, parents are called often at work to handle child care problems, disrupting their work. Considering expulsion from child care: 1/4 parents asked to remove their child for behavioral issues vs. 1/10 for physical issues. Some families try to handle child care by tag-team parenting, and attempt to rearrange their work schedules so that they can care for the child at home. Nearly 20% of US children have emotional or behavioral problems which provide unique challenges to access services, keep up with regular school, or make transportation arrangements. Work-family integration problems are particularly acute for parents having children with emotional or behavioral challenges; 48% of parents of children with emotional or behavioral problems had to quit work at some time to care for their children at home. Children with behavioral needs are 20% more likely to be expelled from child care, than children without those challenges. The ideal situation for families that have children with special needs may be inclusive child care arrangements. Inclusion consultants and mental health consultants should be supporting the workers who need to gain strategies and knowledge so that care providers and parents have honesty in communication as partners, and then the care givers can assist and support the children and families. Title: Access to Child Care for Children with Emotional or Behavioral Challenges: An Essential Element of Family Support Author: Brennan, Eileen M., Rosenzweig, Julie M., Malsch, Anna M., Huffstutter, Katherine J., Stewart, Lisa Maureen, Conley, John Year: 2007 Parents don't always feel they can disclose the special needs of their children to other families or even caregivers unless it is obvious they have had the training and skills to handle the situation. They also may not disclose their children's special needs to their employer, unless difficulties arranging and keeping child care make disclosure necessary. Major policy issue but unknown to public because many families do not disclose. Reality is that 1 in 5 families have a child with special needs. Research implications---parents develop strategies to keep their jobs and keep child care. Parents often have to choose between keeping their jobs or accessing services because health care and mental health services are often available only during working hours. Research findings are that children are not accepted for child care due to their special needs; and if a provider does enroll them, parents are called often at work to handle child care problems, disrupting their work. Considering expulsion from child care: 1/4 parents asked to remove their child for behavioral issues vs. 1/10 for physical issues. Some families try to handle child care by tag-team parenting, and attempt to rearrange their work schedules so that they can care for the child at home. Nearly 20% of US children have emotional or behavioral problems which provide unique challenges to access services, keep up with regular school, or make transportation arrangements. Work-family integration problems are particularly acute for parents having children with emotional or behavioral challenges; 48% of parents of children with emotional or behavioral problems had to quit work at some time to care for their children at home. Children with behavioral needs are 20% more likely to be expelled from child care, than children without those challenges. The ideal situation for families that have children with special needs may be inclusive child care arrangements. Inclusion consultants and mental health consultants should be supporting the workers who need to gain strategies and knowledge so that care providers and parents have honesty in communication as partners, and then the care givers can assist and support the children and families. Close

• 48. [Article] Rewards and Concerns: Marital Role Quality and Child Mental Health Disorders

  PDF version of a presentation given at the 88th Annual Convention of the Western Psychological Association. Irvine, CA, April 2008.

  Citation × Citation Citation Abstract Copy Title: Rewards and Concerns: Marital Role Quality and Child Mental Health Disorders Author: Malsch, Anna M., Rosenzweig, Julie M., Brennan, Eileen M., Stewart, Lisa Maureen, Conley, John Year: 2008 PDF version of a presentation given at the 88th Annual Convention of the Western Psychological Association. Irvine, CA, April 2008. Title: Rewards and Concerns: Marital Role Quality and Child Mental Health Disorders Author: Malsch, Anna M., Rosenzweig, Julie M., Brennan, Eileen M., Stewart, Lisa Maureen, Conley, John Year: 2008 PDF version of a presentation given at the 88th Annual Convention of the Western Psychological Association. Irvine, CA, April 2008. Close

• 49. [Article] Families Challenged by Children's Mental Health: Employment and Community Integration

  Slides of a presentation given to the conference 'Work, Stress, and Health 2006: Making a Difference in the Workplace' held in Miami, FL, in 2006.

  Citation × Citation Citation Abstract Copy Title: Families Challenged by Children's Mental Health: Employment and Community Integration Author: Brennan, Eileen M., Huffstutter, Katherine J., Rosenzweig, Julie M., Bradley, Jennifer R. Year: 2006 Slides of a presentation given to the conference 'Work, Stress, and Health 2006: Making a Difference in the Workplace' held in Miami, FL, in 2006. Title: Families Challenged by Children's Mental Health: Employment and Community Integration Author: Brennan, Eileen M., Huffstutter, Katherine J., Rosenzweig, Julie M., Bradley, Jennifer R. Year: 2006 Slides of a presentation given to the conference 'Work, Stress, and Health 2006: Making a Difference in the Workplace' held in Miami, FL, in 2006. Close

• 50. [Article] Work-Life Integration for Families Having Children with Mental Health Disorders

  PDF version of a presentation given at the 37th World Congress of the International Institute of Sociology, Stockholm, Sweden, July 2005.

  Citation × Citation Citation Abstract Copy Title: Work-Life Integration for Families Having Children with Mental Health Disorders Author: Brennan, Eileen M., Rosenzweig, Julie M., Friesen, Barbara J. Year: 2005 PDF version of a presentation given at the 37th World Congress of the International Institute of Sociology, Stockholm, Sweden, July 2005. Title: Work-Life Integration for Families Having Children with Mental Health Disorders Author: Brennan, Eileen M., Rosenzweig, Julie M., Friesen, Barbara J. Year: 2005 PDF version of a presentation given at the 37th World Congress of the International Institute of Sociology, Stockholm, Sweden, July 2005. Close